StPeters Dat wy Teacher Reflection and Goal Setting 0 2/3/2015, Name: Shai McLady Section A: Elements of the school development pian that | have particular strength or interest in and will be able to share/demonstrate to my career stage: Component 2.3 Pedagogical Practice ‘* Whole school approaches to pedagogy is enacted and creative and supportive learning envi exist. ‘#A culture of continuous professional learning and reflection clearly exists within the school. Component 3.2 Work Culture © Staff engagement and participation in the curricula life of the school, eHigh levels of professional practice and accountability. Section B: Aspects of the school development plan that will give me an opportunity to develop an identified need in my teaching repertoire in order to advance my career stage: Teachers will continue to embed the 10 essential skills of classroom management as the mandated SWP for classroom behaviour management. ‘Teachers will voluntarily participate in classroom profiling to reflect upon their behaviour management process, Section C: The aitsl standard/s under which section A and B can be observed, measured and evaluated: Standard 4: Create and maintain supportive and safe learning environments. 4.2 Managing classroom activities (Lead) 4.3 Managing challenging behaviour (Lead) Standard 6: engage in Professional Learning 6.2 Engage in professional earning to improve practise (Lead) 6.3 Engage with colleagues to improve practise. (Highly Accomplished) Section D: My goals for this year (linking aitsl standards with the school annual plan): 1. To model and lead colleagues a flexible repertoire of strategies for classroom management to ensure all students are engaged in purposeful activities and promote student responsibilty for learning. | will do this by ‘attending the 10 Essential Skils of Behaviour Management full day workshop, + Inviting a profiler into my room to watch and analyse me. ‘¢ Share my leaming with others and invite others in to watch my behaviour management practise, «Lead behaviour management initiatives at school by having my class filmed and analysing with the staff 2. Initiate, lead and engage in professional discussions with colleagues to evaluate practice, directed at improving professional knowledge and practice in the area of behaviour management to improve student outcomes. Principal or delegate discussion points /feedback:Teacher Reflection and Goal Setting 0 StPeters Date: 2/3/2015 Name: Shai McLady Section A: Elements of the schoo! development plan that | have particular strength or interest in and will be able to share/demonstrate to my career stage: Component 2.3 Pedagogical Practice '* Whole school approaches to pedagogy is enacted and creative and supportive learning envit exist ‘¢A culture of continuous professional learning and reflection clearly exists within the school. Component 3.2 Work Culture ‘© Staff engagement and participation in the curricula life of the school, eHigh levels of professional practice and accountability. Section B: Aspects of the school development plan that will give me an opportunity to develop an identified need in my teaching repertoire in order to advance my career stage: Teachers will continue to embed the 10 essential skills of classroom management as the mandated SWP for classroom behaviour management. ‘Teachers will voluntarily participate in classroom profiling to reflect upon their behaviour management process. Section 1¢ aitsl standard/s under which section A and B can be observed, measured and evaluated: ‘Standard 4: Create and maintain supportive and safe learning environments. 4.2 Managing classroom activities (Lead) 4.3 Managing challenging behaviour (Lead) Standard 6: engage in Professional Learning 6.2 Engage in professional earning to improve practise (Lead) 6.3 Engage with colleagues to improve practise. (Highly Accomplished) ‘Section D: My goals for this year (linking aitsl standards with the school annual plan): 1. To model and lead colleagues a flexible repertoire of strategies for classroom management to ensure all students are engaged in purposeful activities and promote student responsibilty for learning. | will do this by ‘atlending the 10 Essential Skils of Behaviour Management full day workshop. + Inviting a profiler into my room to watch and analyse me. ‘* Share my leaming with others and invite others in to watch my behaviour management practise. ‘+ Lead behaviour management initiatives at school by having my class filmed and analysing with the staff 2. Initiate, lead and engage in professional discussions with colleagues to evaluate practice, directed at improving professional knowledge and practice in the area of behaviour management to improve student outcomes, Principal or delegate discussion points /feedback:Aes yee y “whad a love! “CLASSROOM PROFILING LESSON FLOW SHEET os CLASSROOM PROFILING LESSON FREQUENCY SHEET oF “ i sa eset: Sha OAc veers 201. rime: Start: $:4Qoinish: Teacher swusion now ims TE, ‘negative student outcome / positive suident outcome negative student outcome / positive stuent outcome Dat ‘with / without appropriate behaviour ‘peeting Y7NTNA | whole group individual ‘other fiendly, relaxed discussion ons [activity deta mame Ze ae Ss Te instruction time, a) Sart SUB oia | Star: BT Rewiva Finish’ @°W) “| Finish: 9 CGC YIN ¥/N exolicit curriculum Thy "how | what why how why : S Ga why (BW sol behaviour | what / why /how | what / why /fiow | what/ why /how _|¢¢hat) why / 163. sirategies for transition Omi 192, 233 4 previous lesson reviewed | ¥ /N/NA) YIN A YING YAOINA students working from routine | D/N/ NE YN JNA CONINA @IN/NA ‘use of time encouragers | Y/N. N/NA Y/NINA N/E ‘use of other encourager | Y/N YIN/SB | ¥/N/NA N/NA ‘Summation at end of activity / | at end of activity / | at end of activity / | at end of activity / period period ‘ period re : curiculum/ re : ewricujam/ V) re : euricufum [7 re: euriculum 7 7 behaviour neither | behaviour /neither | behaviour neither [behaviour Meith’ Tove about to students working teacher initiated aden iat ever fe individually or in groups teacher soy |//// RLY // TIME-OUT in/out / other / room GROUP ‘give choices but not follow through : VII AAAS | give choice (tone / proximity) L ‘overlook very inappropriate behaviour put downs / sarcasm raise voice / yelling teacher movement about the room Low. medium, high send to time out wit warn a ‘ow aes ot without choice / warming cali fim, Riendly measured vO ES 7 Tannezeary *® @ P ‘alin cot -oenr oS) 0 inappropriate action (disruptive) i ei! 20 raking noises 8 0 roving about / getting out of seat | GEE) no offask talking /bebaviours Teacher instruction talking while the teacher is talk raise hand to talk or non-verbal action | in own time addressed by adult i 34 (EINE | teacher insuaction in own Ge WA wi appropri barooe non-disruptive questioning Zz v peer assistance ‘YTRTRY wok oop aval other Biendly, relaxed discussion ation Queensland 1996 created by Mark Davidson 1996 updated May 2011. oe DEF ph